Cross-National Perspectives on Inequity in Computer Education

Abstract

Our concern focusses upon these questions: To what extent do different groups of students, as defined by socioeconomic status, gender, and other social bases, face different learning opportunities related to information technology? How are these differences distributed across the countries represented in this anthology? When are these differences seen as unjust or discriminatory? What educational policies and practices exist in different countries to address these differences? What else can be done to reduce inequity in technology-based education? Although computer inequity is sometimes equated with gender inequity alone, in this review we address additional dimensions of inequity, especially socioeconomic status (SES). The first general question to ask is whether or not technology-related disadvantages have been found across (as well as within) countries among groups defined by gender or SES.